Autonomy-oriented Flipped Classroom In College English Teaching

Through the qualitative research methods, mainly literature review, this thesis introduces the flipped classroom and its models, and explores the relationships between the teaching model of the flipped classroom and autonomy in language learning,and among the teaching model of the flipped classroom, autonomy in language learning and the task-based language learning. This thesis is intended to explore and study the design of teaching model of the flipped classroom where the task-based language learning is implemented to foster college students’ autonomy in language learning through College English Curriculum. This thesis is mainly made up of three parts.Part one(including Chapter Two and Chapter Three): the thesis gives the definition and history of the flipped classroom and its worldwide models. The researches about the teaching model of the flipped classroom mainly lie in the science subjects or in certain theories, ideal or factors, such as psychology, traits of knowledge internalization, theory of evolutionary convergence, the theory of Tai Chi from Chinese traditional culture,classification theory of teaching aims from Benjamin Bloom cognitive domain, and the ideas of cognitive load and cooperation learning, etc.. While this thesis aims at language subject, i.e. College English, considering both the different roles of the teacher and the student and from the ideal of autonomy in language learning. Then this thesis clarifies the necessity of fostering the college student’s autonomy in foreign language learning and gives the definition of and approaches to autonomy in language learning, and argues that the flipped classroom can be regarded as new approaches to autonomy in language learning, as they have shared ideals and method and analysize the feasibility for the flipped classroom to foster students’ autonomy in language learning.Part Two(including Chapter Four): the detailed analysis about the relationships among the teaching model of the flipped classroom, autonomy in language learning and the task-based language learning is researched to study the feasibility of applying task-based language teaching into the flipped classroom to foster students’ autonomy in foreign language learning. The task-based language learning in the flipped classroom studied in this thesis is different from that in the previous studies, which is especially for the field of language teaching, whose main purposes are to foster students’ autonomy inforeign language learning, which integrates completely with the teaching model of the flipped classroom in the form and tries to explain the performances from the different roles of the teacher and the student, and which, more importantly, introduces the assessment methods. In order to clearly elaborate the procedure of this model, this thesis will take one unit from New College English Integrated Course 4 students’ book(unit 1Fighting with the Forces of Nature Part II) as example and put the complete and overall procedure of the teaching model of the flipped classroom in the appendix I and in the appendix II.Part Three(including Chapter Five): the summary of the study in this thesis is briefly given, as well as its shortcomings. And the value and significance of this study, which may be produced, are predicted.